Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program

Nathan John Curnow

Research output: ThesisMaster's Thesis

251 Downloads (Pure)

Abstract

Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students
that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers.
Original languageEnglish
QualificationMasters
Awarding Institution
  • The University of Western Australia
Supervisors/Advisors
  • Venville, Grady Jane, Supervisor
  • Oliver, Mary Colette, Supervisor
  • Howitt, Christine, Supervisor
Thesis sponsors
Award date28 Nov 2017
DOIs
Publication statusUnpublished - 2017

Fingerprint

teacher
science
student
small group
empirical research
evidence

Cite this

@phdthesis{6332288cd850406e8793ea013adb0fde,
title = "Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program",
abstract = "Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers.",
keywords = "cognitive acceleration, construction zone activity , Thinking Science Australia, Cognitive Acceleration through Science Education",
author = "Curnow, {Nathan John}",
year = "2017",
doi = "10.4225/23/5a7cf84dfabb4",
language = "English",
school = "The University of Western Australia",

}

Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program. / Curnow, Nathan John.

2017.

Research output: ThesisMaster's Thesis

TY - THES

T1 - Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program

AU - Curnow, Nathan John

PY - 2017

Y1 - 2017

N2 - Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers.

AB - Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers.

KW - cognitive acceleration

KW - construction zone activity

KW - Thinking Science Australia

KW - Cognitive Acceleration through Science Education

U2 - 10.4225/23/5a7cf84dfabb4

DO - 10.4225/23/5a7cf84dfabb4

M3 - Master's Thesis

ER -